Each class member must provide the full reference information for at least two texts as well as a short description of the text. An Amazon synopsis or book-jacket description is O.K. to use here. Make sure to include your name with each suggested text.
How to Read Novels Like a Professor: A Jaunty Exploration of the World's Favorite Literary Form Thomas C. Foster—the sage and scholar who ingeniously led readers through the fascinating symbolic codes of great literature in his first book, How to Read Literature Like a Professor—now examines the grammar of the popular novel. Exploring how authors' choices about structure—point of view, narrative voice, first page, chapter construction, character emblems, and narrative (dis)continuity—create meaning and a special literary language, How to Read Novels Like a Professor shares the keys to this language with readers who want to get more insight, more understanding, and more pleasure from their reading.
(Ali)
Approaches to Teaching Fitzgerald's the Great Gatsby (Approaches to Teaching World Literature)
This volume aims to give instructors of The Great Gatsby multiple tools and strategies for teaching the novel and for introducing students to the culture of the 1920s. Part 1, "Materials," reviews the novel s composition history and the scholarly resources related to the novel. In part 2, "Approaches," contributors demonstrate a range of frameworks that usefully inform teaching, from the new historicism to feminist and gender studies to narrative theory. They also examine the novel s complex artistry, variety of motifs and symbol patterns, and cultural and social influences, such as the era s changing racial attitudes, the rise of a new suburban culture, and the dichotomy of East versus West in America.
(Ali)
Reading the Media: Media Literacy in High School English (Language and Literacy)
This pioneering book, by one of the founders of the media literacy field, provides the first empirical evidence of the impact of media literacy on the academic achievement of adolescents. It chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. To do so, they developed an innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum. This book examines the processes they used to design and implement the new curriculum as well as the specific, measurable impact that the program had on students.
(Jenna)
Our Difficult Sunlight: A Guide to Poetry, Literacy, & Social Justice in Classroom & Community
Popoff, Georgia A. and Lansana, Quraysh Ali. 2011, February 1.
In Our Difficult Sunlight, Quraysh Ali Lansana and Georgia Popoff demonstrate the power of poetry in the K-12 classroom. Drawing on their combined thirty years as teaching artists, the authors explore the terrain of the 21st-century public school and outline strategies for using the reading and creation of poetry to improve students' reading comprehension and writing skills. Highlighting best practices, exercises, and anecdotes rooted in their diverse experiences as a Chicago-based, African American poet/professor and a Caucasian poet/educator from upstate New York, Lansana and Popoff offer insights into how engaging young people in writing and sharing poetry can break down barriers to learning, aid in exploration of critical issues, and foster connections among students and teachers from very different backgrounds.
(Madeleine)
Integrating Literature in the Content Areas: Enhancing Adolescent Learning and Literacy
Kane, Sharon. 2007, November 30.
Description:
This practical, accessible resource will help content area teachers integrate children's and young adult literature into middle school or high school classrooms, while addressing content area standards and improving the literacy skills of students. Two introductory chapters are followed by five chapters that each cover a different genre: informational books; fiction; biography, autobiography, and memoir; poetry; and how-to and hands-on books. The four parts in each genre chapter present a rationale for using the genre to further content learning and enhance literacy skills; offer hands-on instructional strategies and activities designed to use literature in a variety of disciplines; present individual author studies with bibliographies and guidelines for using the authors books; and feature an annotated bibliography of specially selected fiction and nonfiction literature for children and young adults, organized by content area.
(Madeleine Tanzi)
Teaching Middle School Language Arts: Incorporating Twenty-first Century Literacies
Teaching Middle School Language Arts Teaching Middle School Language Arts is the first book on teaching middle school language arts for multiple intelligences and related 21st century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students in public and private schools. Thousands more teachers join these ranks annually, especially in the South and West, where ethnic populations are ballooning. Teachers and administrators seek practical, time-efficient ways of teaching language arts to 21st century adolescents in increasingly multicultural, technologically diverse, socially networked communities. They seek sound understanding, practical advice, and proven strategies for connecting diverse literature to 21st century societies while meeting state and professional standards. Teaching Middle School Language Arts provides strategies and resources that work. Roseboro's book provides an entire academic year of inspiring theory and instruction in multimedia reading, writing, and speaking for the 21st century literacies that are increasingly required in the United States and Canada. An appendix includes supplementary documents to adapt or adopt, and a companion web site is designed to continue communication with readers.
(Katelynn)
Literacy for a Better World: The Promise of Teaching in Diverse Classrooms (Language & Literacy) This book brings literacy research and culturally relevant pedagogy together to offer a comprehensive vision of what socially just teaching can look like in the secondary English classroom. The author, an experienced professional developer and teacher, provides a powerful framework for analyzing classroom instruction with regard to ideals of stance, relevance, access, identity, and agency. Chapters provide models that have worked in real classrooms, including a model for developing units of study in social justice. The final chapter addresses how educational leaders can create conditions for socially just teaching and learning in today's diverse schools. Literacy for a Better World (Katelynn)
Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature
Description:
Let's face it: in this age of exploding literacies, all teachers of literature should be teachers of reading. Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms?
In _Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature_, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. As part of NCTE's Principles in Practice imprint, the book draws on research-based understandings emerging from Adolescent Literacy: An NCTE Policy Research Brief, woven together with practical lessons that will enrich the reading experiences of all students. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: How can I help students negotiate the complex texts that they will encounter both in and out of the classroom? What are the best ways to engage whole classes in a variety of texts, both literary and nonliterary? What does it mean to be a struggling reader and how can I support these students? How can I inspire and motivate the male readers in my classes? http://www.amazon.com/Adolescent-Literacy-Teaching-Reading-Literature/dp/0814100562/ref=sr_1_26?ie=UTF8&qid=1361225893&sr=8-26&keywords=literacy+and+literature
(Lindsay Hogan)
Teaching to Exceed the Language Arts Common Core State Standards: A Literacy Practices Approach for 6th-12th Classrooms
Description:
As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and critical engagement curriculum framework for 6-12 English language arts education that explains and illustrates how the Standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective that is firmly grounded in current literacy learning theory and research. http://www.amazon.com/Teaching-Exceed-English-Language-Standards/dp/0415808081/ref=sr_1_10?ie=UTF8&qid=1361225597&sr=8-10&keywords=literacy+for+english+classrooms
(Lindsay Hogan)
Building Adolescent Literacy in Today's English Classrooms Description: Building Adolescent Literacy in Today's English Classrooms is built on a foundation of research into best practices and infused with the importance of young people learning to interact with others' texts and to produce their own across many genres and media. Bomer tackles not only reading, writing, and assessment, but also crucial contemporary topics such as choice, ethnic diversity and multilingualism, attention management, technology, and struggling learners. http://www.amazon.com/gp/product/0325013942/ref=ox_sc_act_title_1?ie=UTF8&psc=1&smid=ATVPDKIKX0DER (Lindsay Hogan)
The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners
The authors provide strategies, examples, and tools to address the gap between ELLs and texts, socio-cultural differences between teachers and ELLs, and language differences between ELLs and peers. Amazon Link
(Katie)
Reading the Media: Media Literacy in High School EnglishThis pioneering book, by one of the founders of the media literacy field, provides the first empirical evidence of the impact of media literacy on the academic achievement of adolescents. It chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. To do so, they developed an innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum. This book examines the processes they used to design and implement the new curriculum as well as the specific, measurable impact that the program had on students. Amazon Link (Katie)
How to Read Literature Like a Professor
What does it mean when a fictional hero takes a journey?. Shares a meal? Gets drenched in a sudden rain shower? Often, there is much more going on in a novel or poem than is readily visible on the surface—a symbol, maybe, that remains elusive, or an unexpected twist on a character—and there's that sneaking suspicion that the deeper meaning of a literary text keeps escaping you.
In this practical and amusing guide to literature, Thomas C. Foster shows how easy and gratifying it is to unlock those hidden truths, and to discover a world where a road leads to a quest; a shared meal may signify a communion; and rain, whether cleansing or destructive, is never just rain. Ranging from major themes to literary models, narrative devices, and form, How to Read Literature Like a Professor is the perfect companion for making your reading experience more enriching, satisfying, and fun. Amazon Link
(Katie)
A Taste for Language: Literacy, Class, and English Studies
“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative. Amazon Link
(Katie)
William V. Costanzo, author of the classic _Reading the Movies_ (1992), is back with _Great Films and How to Teach Them_, an updated, expanded edition that contains 80% new material on teaching film, including study guides of 14 new films. Recognizing that the growing worldwide interest in film presents exciting teaching opportunities, Costanzo offers high school and college teachers a relevant way to engage their students through a medium that students know and love. The author combines developments in pedagogy with many aspects of film study--film scholarship, the nature of movies themselves, significant changes in the movie industry, film technology, American culture, globalization, and the connection with literary texts. The first part of the book includes not only updated chapters on standard topics but several new ones as well, intended to prepare readers for movies in the 21st century: adapting fiction to film, how to "read" film, film technology, film history, film as a business, film theory, film genres, representation in film, film in the English class. The second part of the book offers study guides for 14 films, from classics to contemporary international hits. Three appendixes and a glossary of film terms round out the book's many teacher resources. Written in an accessible, straightforward style, _Great Films and How to Teach Them_ makes it possible for novice and experienced instructors to successfully incorporate film into their classrooms.
Films Featured in the Study Guides: Casablanca; North by Northwest; To Kill a Mockingbird; Zeffirelli's Romeo and Juliet; The Godfather; One Flew over the Cuckoo's Nest; Glory; Mississippi Masala; Schindler's List; The Shawshank Redemption; Run Lola Run; The Matrix; Bend It Like Beckham; Whale Rider
(Jenna
Reading the Media: Reading the Media in High School English
How to Read Novels Like a Professor: A Jaunty Exploration of the World's Favorite Literary Form
Thomas C. Foster—the sage and scholar who ingeniously led readers through the fascinating symbolic codes of great literature in his first book, How to Read Literature Like a Professor—now examines the grammar of the popular novel. Exploring how authors' choices about structure—point of view, narrative voice, first page, chapter construction, character emblems, and narrative (dis)continuity—create meaning and a special literary language, How to Read Novels Like a Professor shares the keys to this language with readers who want to get more insight, more understanding, and more pleasure from their reading.
(Ali)
Approaches to Teaching Fitzgerald's the Great Gatsby (Approaches to Teaching World Literature)
This volume aims to give instructors of The Great Gatsby multiple tools and strategies for teaching the novel and for introducing students to the culture of the 1920s. Part 1, "Materials," reviews the novel s composition history and the scholarly resources related to the novel. In part 2, "Approaches," contributors demonstrate a range of frameworks that usefully inform teaching, from the new historicism to feminist and gender studies to narrative theory. They also examine the novel s complex artistry, variety of motifs and symbol patterns, and cultural and social influences, such as the era s changing racial attitudes, the rise of a new suburban culture, and the dichotomy of East versus West in America.
(Ali)
Reading the Media: Media Literacy in High School English (Language and Literacy)
This pioneering book, by one of the founders of the media literacy field, provides the first empirical evidence of the impact of media literacy on the academic achievement of adolescents. It chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. To do so, they developed an innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum. This book examines the processes they used to design and implement the new curriculum as well as the specific, measurable impact that the program had on students.
(Jenna)
Our Difficult Sunlight: A Guide to Poetry, Literacy, & Social Justice in Classroom & Community
Popoff, Georgia A. and Lansana, Quraysh Ali. 2011, February 1.In Our Difficult Sunlight, Quraysh Ali Lansana and Georgia Popoff demonstrate the power of poetry in the K-12 classroom. Drawing on their combined thirty years as teaching artists, the authors explore the terrain of the 21st-century public school and outline strategies for using the reading and creation of poetry to improve students' reading comprehension and writing skills. Highlighting best practices, exercises, and anecdotes rooted in their diverse experiences as a Chicago-based, African American poet/professor and a Caucasian poet/educator from upstate New York, Lansana and Popoff offer insights into how engaging young people in writing and sharing poetry can break down barriers to learning, aid in exploration of critical issues, and foster connections among students and teachers from very different backgrounds.
(Madeleine)
Integrating Literature in the Content Areas: Enhancing Adolescent Learning and Literacy
Kane, Sharon. 2007, November 30.Description:
This practical, accessible resource will help content area teachers integrate children's and young adult literature into middle school or high school classrooms, while addressing content area standards and improving the literacy skills of students. Two introductory chapters are followed by five chapters that each cover a different genre: informational books; fiction; biography, autobiography, and memoir; poetry; and how-to and hands-on books. The four parts in each genre chapter present a rationale for using the genre to further content learning and enhance literacy skills; offer hands-on instructional strategies and activities designed to use literature in a variety of disciplines; present individual author studies with bibliographies and guidelines for using the authors books; and feature an annotated bibliography of specially selected fiction and nonfiction literature for children and young adults, organized by content area.
(Madeleine Tanzi)
Teaching Middle School Language Arts: Incorporating Twenty-first Century Literacies
Teaching Middle School Language Arts
Teaching Middle School Language Arts is the first book on teaching middle school language arts for multiple intelligences and related 21st century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students in public and private schools. Thousands more teachers join these ranks annually, especially in the South and West, where ethnic populations are ballooning. Teachers and administrators seek practical, time-efficient ways of teaching language arts to 21st century adolescents in increasingly multicultural, technologically diverse, socially networked communities. They seek sound understanding, practical advice, and proven strategies for connecting diverse literature to 21st century societies while meeting state and professional standards. Teaching Middle School Language Arts provides strategies and resources that work. Roseboro's book provides an entire academic year of inspiring theory and instruction in multimedia reading, writing, and speaking for the 21st century literacies that are increasingly required in the United States and Canada. An appendix includes supplementary documents to adapt or adopt, and a companion web site is designed to continue communication with readers.
(Katelynn)
Literacy for a Better World: The Promise of Teaching in Diverse Classrooms (Language & Literacy)
This book brings literacy research and culturally relevant pedagogy together to offer a comprehensive vision of what socially just teaching can look like in the secondary English classroom. The author, an experienced professional developer and teacher, provides a powerful framework for analyzing classroom instruction with regard to ideals of stance, relevance, access, identity, and agency. Chapters provide models that have worked in real classrooms, including a model for developing units of study in social justice. The final chapter addresses how educational leaders can create conditions for socially just teaching and learning in today's diverse schools.
Literacy for a Better World
(Katelynn)
Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature
Description:
Let's face it: in this age of exploding literacies, all teachers of literature should be teachers of reading. Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read. But do we know how to integrate best practices in reading instruction into our classrooms?
In _Adolescent Literacy and the Teaching of Reading: Lessons for Teachers of Literature_, Deborah Appleman dismantles the traditional divide between secondary teachers of literature and teachers of reading and offers a variety of practical ways to teach reading within the context of literature classrooms. As part of NCTE's Principles in Practice imprint, the book draws on research-based understandings emerging from Adolescent Literacy: An NCTE Policy Research Brief, woven together with practical lessons that will enrich the reading experiences of all students. Using real-world examples from diverse secondary classrooms, Appleman helps literature teachers find answers to the questions they have about teaching reading: How can I help students negotiate the complex texts that they will encounter both in and out of the classroom? What are the best ways to engage whole classes in a variety of texts, both literary and nonliterary? What does it mean to be a struggling reader and how can I support these students? How can I inspire and motivate the male readers in my classes?
http://www.amazon.com/Adolescent-Literacy-Teaching-Reading-Literature/dp/0814100562/ref=sr_1_26?ie=UTF8&qid=1361225893&sr=8-26&keywords=literacy+and+literature
(Lindsay Hogan)
Teaching to Exceed the Language Arts Common Core State Standards: A Literacy Practices Approach for 6th-12th Classrooms
Description:
As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and critical engagement curriculum framework for 6-12 English language arts education that explains and illustrates how the Standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective that is firmly grounded in current literacy learning theory and research.
http://www.amazon.com/Teaching-Exceed-English-Language-Standards/dp/0415808081/ref=sr_1_10?ie=UTF8&qid=1361225597&sr=8-10&keywords=literacy+for+english+classrooms
(Lindsay Hogan)
Building Adolescent Literacy in Today's English Classrooms
Description:
Building Adolescent Literacy in Today's English Classrooms is built on a foundation of research into best practices and infused with the importance of young people learning to interact with others' texts and to produce their own across many genres and media. Bomer tackles not only reading, writing, and assessment, but also crucial contemporary topics such as choice, ethnic diversity and multilingualism, attention management, technology, and struggling learners.
http://www.amazon.com/gp/product/0325013942/ref=ox_sc_act_title_1?ie=UTF8&psc=1&smid=ATVPDKIKX0DER
(Lindsay Hogan)
The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners
The authors provide strategies, examples, and tools to address the gap between ELLs and texts, socio-cultural differences between teachers and ELLs, and language differences between ELLs and peers.
Amazon Link
(Katie)
Reading the Media: Media Literacy in High School EnglishThis pioneering book, by one of the founders of the media literacy field, provides the first empirical evidence of the impact of media literacy on the academic achievement of adolescents. It chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. To do so, they developed an innovative curriculum that incorporates popular media, television, journalism, film, and new media into the required English curriculum. This book examines the processes they used to design and implement the new curriculum as well as the specific, measurable impact that the program had on students.
Amazon Link
(Katie)
How to Read Literature Like a Professor
What does it mean when a fictional hero takes a journey?. Shares a meal? Gets drenched in a sudden rain shower? Often, there is much more going on in a novel or poem than is readily visible on the surface—a symbol, maybe, that remains elusive, or an unexpected twist on a character—and there's that sneaking suspicion that the deeper meaning of a literary text keeps escaping you.
In this practical and amusing guide to literature, Thomas C. Foster shows how easy and gratifying it is to unlock those hidden truths, and to discover a world where a road leads to a quest; a shared meal may signify a communion; and rain, whether cleansing or destructive, is never just rain. Ranging from major themes to literary models, narrative devices, and form, How to Read Literature Like a Professor is the perfect companion for making your reading experience more enriching, satisfying, and fun.
Amazon Link
(Katie)
A Taste for Language: Literacy, Class, and English Studies
“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative.
Amazon Link
(Katie)
Great Films and How to Teach Them
William V. Costanzo, author of the classic _Reading the Movies_ (1992), is back with _Great Films and How to Teach Them_, an updated, expanded edition that contains 80% new material on teaching film, including study guides of 14 new films.Recognizing that the growing worldwide interest in film presents exciting teaching opportunities, Costanzo offers high school and college teachers a relevant way to engage their students through a medium that students know and love. The author combines developments in pedagogy with many aspects of film study--film scholarship, the nature of movies themselves, significant changes in the movie industry, film technology, American culture, globalization, and the connection with literary texts.
The first part of the book includes not only updated chapters on standard topics but several new ones as well, intended to prepare readers for movies in the 21st century: adapting fiction to film, how to "read" film, film technology, film history, film as a business, film theory, film genres, representation in film, film in the English class.
The second part of the book offers study guides for 14 films, from classics to contemporary international hits. Three appendixes and a glossary of film terms round out the book's many teacher resources. Written in an accessible, straightforward style, _Great Films and How to Teach Them_ makes it possible for novice and experienced instructors to successfully incorporate film into their classrooms.
Films Featured in the Study Guides: Casablanca; North by Northwest; To Kill a Mockingbird; Zeffirelli's Romeo and Juliet; The Godfather; One Flew over the Cuckoo's Nest; Glory; Mississippi Masala; Schindler's List; The Shawshank Redemption; Run Lola Run; The Matrix; Bend It Like Beckham; Whale Rider
(Jenna
Reading the Media: Reading the Media in High School English
http://www.amazon.com/Reading-Media-Literacy-English-Language/dp/0807747386/ref=pd_sim_b_10
Socially Responsible Literacy
http://www.amazon.com/Socially-Responsible-Literacy-Teaching-Adolescents/dp/0807753726
Going Bohemian: How to Teach Writing Like You Mean It, 2nd Edition
http://www.amazon.com/Going-Bohemian-Teach-Writing-Edition/dp/0872078302/ref=sr_1_17?ie=UTF8&qid=1348784752&sr=8-17&keywords=how+to+teach+literacy